Curriculum gaps in pre-service teacher preparation for inclusive education in Ghana: teacher educators' perspectives

This analysis addresses the critical role of pre-service teacher preparation in Ghana for inclusive education, which is a global policy priority. Recent educational reforms in Ghana have extended initial teacher education to a four-year Bachelor of Education, explicitly integrating inclusive education. The current study aims to evaluate the effectiveness of this reformed curriculum in equipping future teachers with the necessary skills, attitudes, and knowledge to support diverse learners in inclusive classroom environments, based on teacher educators' perspectives.

Effective preparation of educators for inclusive classrooms is paramount for achieving equitable educational outcomes and fostering social cohesion. Insufficient teacher training in this domain can perpetuate educational disparities, undermine policy goals, and negatively impact student development and societal integration.

Inclusive education is recognized as a global policy priority for educational systems.

Forward consideration, not a verified fact.